Recently, the class and I were asked to hold mini group discussions using the book English Language Learner: The Essential Guide by David and Yvonne Freeman. Using written responses as a starting off point, conversations were had regarding several different topics discussed in this text. “Have you ever had to work with an ELL student? Which curriculum is currently being used in your classroom? Have you noticed that most of these tips can be applied to all students, not just ELL students?” These conferences allowed the whole class to bounce ideas off of one another to full analyze each element of the Freeman’s text. Trough this I was able to form opinions and ideas about several if the ideas presented throughout the text.
“Cortés (1986) developed a Contextual Interaction Model to illustrate the interplay among factors that influence school success for ELLs” (Freeman, page 25). This model is broken down into two sections – societal context and school context. Societal contexts are things outside of the studies realm; for example, national attitudes, culture\ethnicity, mass media, etc. School contexts are things inside the studies realm; for example, teacher knowledge/skills, parent involvement, resources/materials, etc. While this model is designed to enhance the abilities of ELL students, it can be used in almost any classroom (much like most of the tools that the Freeman’s provide us with). As future teachers, I think that it is important that we remember that many things effect students’ school performance other than just school contexts. “Cortés model suggests that multiple factors must be taken into account when considering student school achievement” (Freeman, page 26). Outside circumstances have an effect on all students regardless of whether or not they are ELL students. Every student comes from a different cultural background, has different levels of mass media impact, and has different attitudes towards education. As stated above, several ideas must be acknowledged when observing a student’s achievements; all students learn and are affected differently. Any successful teacher would use this model in their classroom, regardless of ELL students.
Another point in English Language Learner: The Essential Guide that stood out to me was the three different types of organization of curriculum. “In some schools or classes, the subjects are not connected. In other settings, subjects are linked through a common topic, such as apples or spiders. A third way to organize curriculum is to organize themes around big questions and then use resources from each subject area to investigate the theme” (Freeman, page 64). As I was reading this, I was constantly thinking of both my own personal education experience and the experiences I have received in the field throughout the course of my several education classes. I was dismayed to realize that for most of my life, I have witnessed the worst type of curriculum, the cha-cha-cha curriculum – simply move from subject to subject with absolutely no connection. This type of curriculum puts a huge strain on any student, yet alone an ELL student. At a time when ELL students are trying to learn a new language, it is important to make sure that all of one’s subjects fit into a larger picture (that is one more closely tied together than by bear). This curriculum is known as the big question curriculum. ELL students can have the chance to connect all subjects while learning and re-hearing key vocabulary. While this curriculum is clearly the better approach to teaching, I, along with my group, was concerned with our abilities to teach this approach. “What if our questions are not strong enough? How does one write a high level question? How does one connect all of the subjects in one question?” On top of all of these worries, it is important to not forget what Fountas and Pinnell’s three tier curriculum looks like in their text Guiding Readers and Writers. Their ideas of curriculum remind teachers to start with the requirements of the state/district and then add on the layers of both the teacher’s and students’/families’ interests and experiences. Both models remind teachers that there is more to creating a curriculum than just moving from topic to topic in subject from subject. This is definitely a content area that I want to do further research on; I want my future students to receive that best education possible, and that includes the big question curriculum. “Instruction is more comprehensible, the subject areas are interrelated, vocabulary is repeated naturally, students stay more engaged, and teachers can differentiate instruction and connect curriculum to students’ lives” (Freeman, page 72).
A third point in the text that truly made me think was the “Preview/View/Review” technique. “The preview/view/review technique provides a structured way to alternate English and native-language instruction. Students are given access to the academic concepts they need to know and, at the same time, acquire English.” (Freeman, page 92). The preview (an overview of the lesson) and review (summary of the lesson where questions are raised) sections are taught in the ELL students first language; and, the view (the lesson/activity) is taught in second language. This concept, like most of the topics in English Language Learner: The Essential Guide, is designed specifically for ELL students; however, when reworked, it can work effectively in any classroom. Currently, in my field placement, my cooperating teacher uses this technique when teaching Mathematics. The period begins with a review of the homework from the night before and the skills that will be required for the students to know in order to successfully complete the lesson (i.e. – addition, subtraction, multiplication, division, etc.). This is followed up by the teaching of the lesson itself and a quick review of all new material at the end of the period. While this is used in Mathematics, it could easily be used in any content area – language arts, science, social studies, etc. In my future classroom, I will definitely use this technique; it is a great way to refresh the students minds of past tools while preparing them for the lesson ahead; all while providing a wonderful review at the end of the lesson.
A final point that really connected with me was a section in Chapter 6 entitled “Extensive Reading.” This heading immediately made me think of Donalyn Miller’s book, The Book Whisperer, and the following quote confirms my thoughts. “One way to build background knowledge and to raise the academic achievement of ELLs is to provide time for them to read and then talk and write about what they have read” (Freeman, page 162). As Miller also says, it is important to discuss books with one’s students. Just having independent reading is not enough; students need to discuss the books that they are reading. Talking about books will get the students excited to read. “Nonaccountability” is the term used to describe this method – don’t hold students responsible for always writing reports and journals. Simply allow them to enjoy a great novel and some worthwhile discussion afterwards. As stated in almost every educational book ever written, the more student’s read the stronger their comprehension and vocabulary skills will become (regardless of whether or not the student is ELL or not).
Before bringing this reflection to a close, I want to briefly discuss the process that was taken throughout reading English Language Learner: The Essential Guide. The group discussions were extremely helpful for me. To be completely honest, I was less than enthused to begin reading this book. “Why do I have to read a book about ELL students? How hard can it possibly be to teach an ELL student? Can I not teach them in the same way as every other student?” This sheer arrogance was completely shattered not only after reading the first two chapters, but also by talking in our groups. I was able to hear what other future teachers thought of the ideas being presented and their experiences in the field working with ELL students. We were able to bounce different ideas off of one another and truly see all sides of a topic. The discussions were able to motivate me to read the next section of the book each time. I wanted to learn more about the given topic so that I could fully participate in each discussion. At the end f the day, I went from being turned off to a book to being excited to learn about a truly important topic. I would love to do this type of discussion again!
English Language Learner: The Essential Guide presents many different approaches to helping better aid ELL students of all types. As teachers we have a responsibly to educate all of our students, regardless of any and all language barriers. This experience allowed me to personally dig deeper in to the world of education and reflect on the many different points that I learned by reading this text. As stated before, I truly had a wonderful time working on this project.
Recently, the class and I were asked to hold mini group discussions using the book English Language Learner: The Essential Guide by David and Yvonne Freeman. Using written responses as a starting off point, conversations were had regarding several different topics discussed in this text. “Have you ever had to work with an ELL student? Which curriculum is currently being used in your classroom? Have you noticed that most of these tips can be applied to all students, not just ELL students?” These conferences allowed the whole class to bounce ideas off of one another to full analyze each element of the Freeman’s text. Trough this I was able to form opinions and ideas about several if the ideas presented throughout the text.
“Cortés (1986) developed a Contextual Interaction Model to illustrate the interplay among factors that influence school success for ELLs” (Freeman, page 25). This model is broken down into two sections – societal context and school context. Societal contexts are things outside of the studies realm; for example, national attitudes, culture\ethnicity, mass media, etc. School contexts are things inside the studies realm; for example, teacher knowledge/skills, parent involvement, resources/materials, etc. While this model is designed to enhance the abilities of ELL students, it can be used in almost any classroom (much like most of the tools that the Freeman’s provide us with). As future teachers, I think that it is important that we remember that many things effect students’ school performance other than just school contexts. “Cortés model suggests that multiple factors must be taken into account when considering student school achievement” (Freeman, page 26). Outside circumstances have an effect on all students regardless of whether or not they are ELL students. Every student comes from a different cultural background, has different levels of mass media impact, and has different attitudes towards education. As stated above, several ideas must be acknowledged when observing a student’s achievements; all students learn and are affected differently. Any successful teacher would use this model in their classroom, regardless of ELL students.Another point in English Language Learner: The Essential Guide that stood out to me was the three different types of organization of curriculum. “In some schools or classes, the subjects are not connected. In other settings, subjects are linked through a common topic, such as apples or spiders. A third way to organize curriculum is to organize themes around big questions and then use resources from each subject area to investigate the theme” (Freeman, page 64). As I was reading this, I was constantly thinking of both my own personal education experience and the experiences I have received in the field throughout the course of my several education classes. I was dismayed to realize that for most of my life, I have witnessed the worst type of curriculum, the cha-cha-cha curriculum – simply move from subject to subject with absolutely no connection. This type of curriculum puts a huge strain on any student, yet alone an ELL student. At a time when ELL students are trying to learn a new language, it is important to make sure that all of one’s subjects fit into a larger picture (that is one more closely tied together than by bear). This curriculum is known as the big question curriculum. ELL students can have the chance to connect all subjects while learning and re-hearing key vocabulary. While this curriculum is clearly the better approach to teaching, I, along with my group, was concerned with our abilities to teach this approach. “What if our questions are not strong enough? How does one write a high level question? How does one connect all of the subjects in one question?” On top of all of these worries, it is important to not forget what Fountas and Pinnell’s three tier curriculum looks like in their text Guiding Readers and Writers. Their ideas of curriculum remind teachers to start with the requirements of the state/district and then add on the layers of both the teacher’s and students’/families’ interests and experiences. Both models remind teachers that there is more to creating a curriculum than just moving from topic to topic in subject from subject. This is definitely a content area that I want to do further research on; I want my future students to receive that best education possible, and that includes the big question curriculum. “Instruction is more comprehensible, the subject areas are interrelated, vocabulary is repeated naturally, students stay more engaged, and teachers can differentiate instruction and connect curriculum to students’ lives” (Freeman, page 72).
A third point in the text that truly made me think was the “Preview/View/Review” technique. “The preview/view/review technique provides a structured way to alternate English and native-language instruction. Students are given access to the academic concepts they need to know and, at the same time, acquire English.” (Freeman, page 92). The preview (an overview of the lesson) and review (summary of the lesson where questions are raised) sections are taught in the ELL students first language; and, the view (the lesson/activity) is taught in second language. This concept, like most of the topics in English Language Learner: The Essential Guide, is designed specifically for ELL students; however, when reworked, it can work effectively in any classroom. Currently, in my field placement, my cooperating teacher uses this technique when teaching Mathematics. The period begins with a review of the homework from the night before and the skills that will be required for the students to know in order to successfully complete the lesson (i.e. – addition, subtraction, multiplication, division, etc.). This is followed up by the teaching of the lesson itself and a quick review of all new material at the end of the period. While this is used in Mathematics, it could easily be used in any content area – language arts, science, social studies, etc. In my future classroom, I will definitely use this technique; it is a great way to refresh the students minds of past tools while preparing them for the lesson ahead; all while providing a wonderful review at the end of the lesson.A final point that really connected with me was a section in Chapter 6 entitled “Extensive Reading.” This heading immediately made me think of Donalyn Miller’s book, The Book Whisperer, and the following quote confirms my thoughts. “One way to build background knowledge and to raise the academic achievement of ELLs is to provide time for them to read and then talk and write about what they have read” (Freeman, page 162). As Miller also says, it is important to discuss books with one’s students. Just having independent reading is not enough; students need to discuss the books that they are reading. Talking about books will get the students excited to read. “Nonaccountability” is the term used to describe this method – don’t hold students responsible for always writing reports and journals. Simply allow them to enjoy a great novel and some worthwhile discussion afterwards. As stated in almost every educational book ever written, the more student’s read the stronger their comprehension and vocabulary skills will become (regardless of whether or not the student is ELL or not).
Before bringing this reflection to a close, I want to briefly discuss the process that was taken throughout reading English Language Learner: The Essential Guide. The group discussions were extremely helpful for me. To be completely honest, I was less than enthused to begin reading this book. “Why do I have to read a book about ELL students? How hard can it possibly be to teach an ELL student? Can I not teach them in the same way as every other student?” This sheer arrogance was completely shattered not only after reading the first two chapters, but also by talking in our groups. I was able to hear what other future teachers thought of the ideas being presented and their experiences in the field working with ELL students. We were able to bounce different ideas off of one another and truly see all sides of a topic. The discussions were able to motivate me to read the next section of the book each time. I wanted to learn more about the given topic so that I could fully participate in each discussion. At the end f the day, I went from being turned off to a book to being excited to learn about a truly important topic. I would love to do this type of discussion again!English Language Learner: The Essential Guide presents many different approaches to helping better aid ELL students of all types. As teachers we have a responsibly to educate all of our students, regardless of any and all language barriers. This experience allowed me to personally dig deeper in to the world of education and reflect on the many different points that I learned by reading this text. As stated before, I truly had a wonderful time working on this project.